The teacher tends to be very casual with the students. The students know that the teacher is in charge and do not question that. At the same time to students respect the teacher without feeling like his/her opinions don't matter. There is an understanding in the classroom that the students questions are wanted. The teacher will change activities during class such as to a group worksheet and the students know right away that they need to get to work and the talking in the transition is limited because the students know that the teacher is there. When I begin teaching I want the students to respect my power but at the same time not fear me which is very much like how my CT has created her classroom. When I am doing group work, which I plan on doing often, I am going to try to keep all of the students active in each group because I know that often in group work only a few students are working. I intend to do this by giving students a particular job in each group (recorder, leader, time keeper, etc.).
In the traditional laboratory experiment the class talks about the experiment in class on the previous day so that they know what to expect the next day. The students then come in the next day and are ready to do the experiment right away so that no time is wasted because the time constraints on finished the lab in one class is tough. Then during the next class the students work on the laboratory report and finish for homework. The teacher allows the students to pick their own groups because when their groups are forced only one student tends to do the work. The teacher makes sure that the students understand the information by spreading the experiment over a few days so that the students are concentrating on learning the material for an extended period of time. The activities help the students to see problems and find a way to solve them through the guidance of the teacher. When I teach I want to stress to the students the concepts of problem solving through critical thinking.
In the traditional laboratory experiment the class talks about the experiment in class on the previous day so that they know what to expect the next day. The students then come in the next day and are ready to do the experiment right away so that no time is wasted because the time constraints on finished the lab in one class is tough. Then during the next class the students work on the laboratory report and finish for homework. The teacher allows the students to pick their own groups because when their groups are forced only one student tends to do the work. The teacher makes sure that the students understand the information by spreading the experiment over a few days so that the students are concentrating on learning the material for an extended period of time. The activities help the students to see problems and find a way to solve them through the guidance of the teacher. When I teach I want to stress to the students the concepts of problem solving through critical thinking.